ohio’s state tests · rationale for option c: this is incorrect. the sentence mentions that the...
TRANSCRIPT
Ohio’s State Tests
ITEM RELEASE
SPRING 2019
ENGLISH LANGUAGE ARTS II
i (2019)
Table of Contents Content Summary and Answer Key ............................................................................... iii Depth of Knowledge (DOK) ........................................................................................... vi Stimulus for Questions 17 – 21 .......................................................................................... 1 Question 17: Question and Scoring Guidelines ............................................................ 5 Question 17: Sample Response ...................................................................................... 7 Question 18: Question and Scoring Guidelines ............................................................ 8 Question 18: Sample Response .................................................................................... 10 Question 19: Question and Scoring Guidelines .......................................................... 11 Question 19: Sample Response .................................................................................... 13 Question 20: Question and Scoring Guidelines .......................................................... 14 Question 20: Sample Responses ................................................................................... 18 Question 21: Question and Scoring Guidelines .......................................................... 25 Question 21: Sample Response .................................................................................... 27 Stimulus for Questions 27 – 34 ........................................................................................ 28 Question 27: Question and Scoring Guidelines .......................................................... 33 Question 27: Sample Response .................................................................................... 35 Question 28: Question and Scoring Guidelines .......................................................... 36 Question 28: Sample Responses ................................................................................... 40 Question 29: Question and Scoring Guidelines .......................................................... 47 Question 29: Sample Responses ................................................................................... 50 Question 30: Question and Scoring Guidelines .......................................................... 54 Question 30: Sample Responses ................................................................................... 58 Question 31: Question and Scoring Guidelines .......................................................... 65 Question 31: Sample Response .................................................................................... 67
ii (2019)
Question 32: Question and Scoring Guidelines .......................................................... 68 Question 32: Sample Responses ................................................................................... 72 Question 33: Question and Scoring Guidelines .......................................................... 79 Question 33: Sample Response .................................................................................... 81 Question 34: Question and Scoring Guidelines .......................................................... 82 Question 34: Sample Responses ................................................................................... 87
iii (2019)
English Language Arts II Spring 2019 Item Release
Content Summary and Answer Key Question
No.* Item Type Topic Content
Standard Depth of
Knowledge Answer
Key Points
17 Multiple Choice Item
Literary
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.9-10.5)
Level 2 A 1 point
18 Multiple Choice Item
Literary
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (L.9-10.4)
Level 2 C 1 point
19 Multiple Choice Item
Literary
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (RL.9-10.5)
Level 2 D 1 point
20
Evidence-Based Selected Response
Literary
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.9-10.1)
Level 2 C; D 2 points
21 Multiple Choice Item
Literary
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone). (RL.9-10.4)
Level 2 B 1 point
* The question number matches the item number in the Item Level Report in the Online Reporting System. The items are numbered sequentially in the practice site.
iv (2019)
English Language Arts II Spring 2019 Item Release
Content Summary and Answer Key Question
No.* Item Type Topic Content
Standard Depth of
Knowledge Answer
Key Points
27 Multiple Choice Item
Informational
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (RI.9-10.8)
Level 3 D 1 point
28
Evidence-Based Selected Response
Informational
Analyze informational text development. a. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details. b. Provide an objective summary of the text that includes the development of the central idea and how details impact this idea. (RI.9-10.2)
Level 2 C; D 2 points
29 Multi-Select Item
Informational
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.9-10.1)
Level 2 B, C 1 point
30
Evidence-Based Selected Response
Informational
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (RI.9-10.3)
Level 3 A; B 2 points
* The question number matches the item number in the Item Level Report in the Online Reporting System. The items are numbered sequentially in the practice site.
v (2019)
English Language Arts II Spring 2019 Item Release
Content Summary and Answer Key Question
No.* Item Type Topic Content
Standard Depth of
Knowledge Answer
Key Points
31 Multiple Choice Item
Informational
Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (RI.9-10.6)
Level 2 C 1 point
32
Evidence-Based Selected Response
Informational
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (RI.9-10.4)
Level 2 D; B 2 points
33 Multiple Choice Item
Informational
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (RI.9-10.5)
Level 2 D 1 point
34 Extended Response Writing
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.9-10.1)
Level 4 --- 10 points
* The question number matches the item number in the Item Level Report in the Online Reporting System. The items are numbered sequentially in the practice site.
vi (2019)
Depth of Knowledge (DOK) Depth of Knowledge (DOK) refers to the complexity of thinking required to complete a task in a given item. Items with a DOK 1 designation focus on the recall of information, such as definitions and terms, and simple procedures. Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details. Items with a DOK 3 designation feature higher-order cognitive tasks such as critiquing a statement and forming a conclusion, explaining, justifying, or proving a statement, or approaching abstract and complex problems. For ELA, 2-3 items will be developed at the DOK 3 level for each set of items written to a passage or passage set. Items with a DOK 4 designation require the need for information to be synthesized, applied, and analyzed. The DOK 4 designation may be used for the development of extended response items in ELA.
1 (2019)
English Language Arts II
Spring 2019 Item Release
Stimulus for Questions 17 – 21
2 (2019)
Stimulus for Questions 17 – 21
3 (2019)
4 (2019)
790
5 (2019)
English Language Arts II
Spring 2019 Item Release
Question 17
Question and Scoring Guidelines
6 (2019)
Question 17
25210
Points Possible: 1 Topic: Literary Content Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.9-10.5) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
7 (2019)
Scoring Guidelines Rationale for Option A: Key – Language like "enormous giant" and "titan" as well as the terms used to describe the size of the face itself, highlights the grandeur of the Great Stone Face. Rationale for Option B: This is incorrect. This sentence discusses how the face was formed, but it does not explain the source of the prophecy. Rationale for Option C: This is incorrect. The sentence mentions that the Great Stone Face's position requires viewing it from a distance, but that is not related to its position relative to the valley. Rationale for Option D: This is incorrect. This sentence discusses how the face was formed, but it does not address how the people of the valley discovered it.
Sample Response: 1 point
8 (2019)
English Language Arts II
Spring 2019 Item Release
Question 18
Question and Scoring Guidelines
9 (2019)
Question 18
25211
Points Possible: 1 Topic: Literary Content Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. (L.9-10.4) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
10 (2019)
Scoring Guidelines Rationale for Option A: This is incorrect. The inhabitants of the valley may have different levels of belief as it relates to the validity of the prophecy, but that does not have anything to do with the word "ardor," which is used here to demonstrate the strength of their belief in the prophecy. Rationale for Option B: This is incorrect. The sentence indicates that the people have faith in the prophecy, but the word "ardor" actually describes how they all feel about the prophecy, not that they've had a personal experience with it. Rationale for Option C: Key – "Ardor" indicates that the people described in this sentence are enthusiastic about the prophecy. Rationale for Option D: This is incorrect. The people described in the sentence are in agreement about the prophecy, but that is not suggested by the word "ardor."
Sample Response: 1 point
11 (2019)
English Language Arts II
Spring 2019 Item Release
Question 19
Question and Scoring Guidelines
12 (2019)
Question 19
26370
Points Possible: 1 Topic: Literary Content Standard: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (RL.9-10.5) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
13 (2019)
Scoring Guidelines Rationale for Option A: This is incorrect. Paragraph 1 explains that some residents of the valley live in towns and some live on farms, but that does not show how they are influenced by the Great Stone Face. Rationale for Option B: This is incorrect. Paragraph 1 mentions Ernest and his mother talking about the Great Stone Face, but it does not show how they feel about it. Rationale for Option C: This is incorrect. Paragraph 1 describes the work that is done in the valley, but that is not connected to the role the Great Stone Face plays in the people’s lives. Rationale for Option D: Key – In paragraph 1 the description of the “many modes of life” in the valley is key to the idea that the Great Stone Face broadly appeals to all types of people.
Sample Response: 1 point
14 (2019)
English Language Arts II
Spring 2019 Item Release
Question 20
Question and Scoring Guidelines
15 (2019)
Question 20
25213
16 (2019)
Points Possible: 2 Topic: Literary Content Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL.9-10.1) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
17 (2019)
Scoring Guidelines Part A Rationale for Option A: This is incorrect. Ernest is described as a helpful and loving child, but that is not the purpose of the comparison with the other boys. Rationale for Option B: This is incorrect. The passage does describe the thoughts of others about the Great Stone Face, but that is not the purpose of the comparison with the other boys. Rationale for Option C: Key – Paragraph 11 states that Ernest has “more intelligence brightening his aspect” than the other boys because the Great Stone Face served as his only teacher. Rationale for Option D: This is incorrect. The people in the valley do think differently about the prophecy, but that is not the purpose of the comparison to the other boys.
Part B Rationale for Option A: This is incorrect. This sentence shows how the people felt about the Great Stone Face, but it does not support the answer in Part A. Rationale for Option B: This is incorrect. This sentence shows the differing reactions of some to the prophecy, but it does not support the answer in Part A. Rationale for Option C: This is incorrect. This sentence shows that Ernest was a helpful and loving son, but that does not support the answer in Part A. Rationale for Option D: Key – Ernest is compared with other boys specifically with regard to his education versus theirs and this sentence points out the influence that the Great Stone Face had on him.
18 (2019)
English Language Arts II
Spring 2019 Item Release
Question 20
Sample Responses
19 (2019)
Sample Response: 2 points
Notes on Scoring This response earns full credit (2 points) because it correctly identifies the correct response in Part A as well as in Part B.
20 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
21 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
22 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
23 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points). Part B offers the correct answer; however, the answer selected in Part A is incorrect. In order to earn full credit for this item, both Part A and Part B must be correct. In order to earn partial credit for this item, Part A must be correct.
24 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because the answers selected for Part A and Part B are incorrect.
25 (2019)
English Language Arts II
Spring 2019 Item Release
Question 21
Question and Scoring Guidelines
26 (2019)
Question 21
25216
Points Possible: 1 Topic: Literary Content Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning, mood, and tone (e.g., how the language evokes a sense of time and place or an emotion; how it sets a formal or informal tone). (RL.9-10.4) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
27 (2019)
Scoring Guidelines Rationale for Option A: This is incorrect. While it might seem like streams and wind are not reliable sources of information and other portions of the text imply the prophecy may not come true, the text does not imply that nature is less reliable than other types of sources for mystical things like prophecies. Rationale for Option B: Key – The stone face is tied to the inhabitants of the valley, so it makes sense that the prophecy would also connect the natural and human worlds in both its outcome and how it was shared with people. Rationale for Option C: This is incorrect. While words spoken by natural features of the valley and the mystical nature of the word choice might suggest that the prophecy is not understandable, the prophecy is clearly understood by the inhabitants of the valley. Rationale for Option D: This is incorrect. While these terms show the prophecy was shared in lowered speech, the passage does not imply that the prophecy was secret. In fact, it says the prophecy is well-known within the valley.
Sample Response: 1 point
28 (2019)
English Language Arts II
Spring 2019 Item Release
Stimulus for Questions 27 – 34
29 (2019)
Stimulus for Questions 27 – 34
30 (2019)
31 (2019)
32 (2019)
1535
33 (2019)
English Language Arts II
Spring 2019 Item Release
Question 27
Question and Scoring Guidelines
34 (2019)
Question 27
31655
Points Possible: 1 Topic: Informational Content Standard: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. (RI.9-10.8) Depth of Knowledge: Level 3 Items with a DOK 3 designation feature higher-order cognitive tasks such as critiquing a statement and forming a conclusion, explaining, justifying, or proving a statement, or approaching abstract and complex problems. For ELA, 2-3 items will be developed at the DOK 3 level for each set of items written to a passage or passage set.
35 (2019)
Scoring Guidelines Rationale for Option A: This is incorrect. The author does not make an emotional appeal and does provide evidence of the effects of zoos. Rationale for Option B: This is incorrect. The author does not describe research that supports this claim. Rationale for Option C: This is incorrect. The author does not provide specific support and does acknowledge opposing arguments. Rationale for Option D: Key – The author provides examples of both positive and negative effects but does not support his statement that the positive effects outweigh the negative effects.
Sample Response: 1 point
36 (2019)
English Language Arts II
Spring 2019 Item Release
Question 28
Question and Scoring Guidelines
37 (2019)
Question 28
31635
38 (2019)
Points Possible: 2 Topic: Informational Content Standard: Analyze informational text development. a. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details. b. Provide an objective summary of the text that includes the development of the central idea and how details impact this idea. (RI.9-10.2) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
39 (2019)
Scoring Guidelines Part A Rationale for Option A: This is incorrect. This is an incomplete statement of the central idea. Rationale for Option B: This is incorrect. This is an incomplete statement of the central idea. Rationale for Option C: Key – This correctly states the central idea of Passage 1. Rationale for Option D: This is incorrect. This is an incorrect statement of the central idea.
Part B Rationale for Option A: This is incorrect. The author does not trace the history of zoos in this passage. Rationale for Option B: This is incorrect. While general statements are made about benefits and drawbacks, the author does not refer to research. Rationale for Option C: This is incorrect. The author does not provide personal examples, but merely makes general statements about zoos. Rationale for Option D: Key – This accurately describes how the central idea is developed.
40 (2019)
English Language Arts II
Spring 2019 Item Release
Question 28
Sample Responses
41 (2019)
Sample Response: 2 points
Notes on Scoring This response earns full credit (2 points) because it correctly identifies the correct response in Part A as well as in Part B.
42 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
43 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
44 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
45 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points). Part B offers the correct answer; however, the answer selected in Part A is incorrect. In order to earn full credit for this item, both Part A and Part B must be correct. In order to earn partial credit for this item, Part A must be correct.
46 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because the answers selected for Part A and Part B are incorrect.
47 (2019)
English Language Arts II
Spring 2019 Item Release
Question 29
Question and Scoring Guidelines
48 (2019)
Question 29
31634
Points Possible: 1 Topic: Informational Content Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RI.9-10.1) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
49 (2019)
Scoring Guidelines Rationale for First Option: This is incorrect. The statement that gorillas are endangered does not directly support the idea that zoos are important to conservation. Rationale for Second Option: Key – This statement supports the idea that zoos have played an important role in animal conservation. Rationale for Third Option: Key – This statement supports the idea that zoos have played an important role in animal conservation. Rationale for Fourth Option: This is incorrect. The statement that zoos have become more hospitable does not directly support the idea that they are important to animal conservation. Rationale for Fifth Option: This is incorrect. The statement that zoos have become more advanced does not support the idea that they are important to animal conservation.
50 (2019)
English Language Arts II
Spring 2019 Item Release
Question 29
Sample Responses
51 (2019)
Sample Response: 1 point
Notes on Scoring This response earns full credit (1 point) because the two correct choices are selected.
52 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because one of the selected choices is incorrect. In order to receive full credit for this item, both selections must be correct.
53 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because one of the selected choices is incorrect. In order to receive full credit for this item, both selections must be correct.
54 (2019)
English Language Arts II
Spring 2019 Item Release
Question 30
Question and Scoring Guidelines
55 (2019)
Question 30
31637
56 (2019)
Points Possible: 2 Topic: Informational Content Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (RI.9-10.3) Depth of Knowledge: Level 3 Items with a DOK 3 designation feature higher-order cognitive tasks such as critiquing a statement and forming a conclusion, explaining, justifying, or proving a statement, or approaching abstract and complex problems. For ELA, 2-3 items will be developed at the DOK 3 level for each set of items written to a passage or passage set.
57 (2019)
Scoring Guidelines Part A Rationale for Option A: Key – This correctly describes how the author introduces each idea and then proceeds to follow it with factual data and examples that demonstrate the realities of each situation. Rationale for Option B: This is incorrect. While the author discusses large generalizations about teaching and conservation, the author is not contrasting the two ideas. Rationale for Option C: This is incorrect. While the author does note that zoos can be educational, specific data show that often children walk away with a misunderstanding and the real value is the experience. The author is not contrasting ideas about zoos. Rationale for Option D: This is incorrect. While the author does examine the benefits of teaching and of zoo conservation, he does not go into detail on the specific conditions for the animals (advantages/disadvantages).
Part B Rationale for Option A: This is incorrect. The author notes that animals still exist, but never as they once did, and therefore it is not the author's conclusion that conservation is the most important function. Rationale for Option B: Key – This correctly states the impact of the way the author develops his ideas on the text’s meaning. His purpose is to examine zoos critically for their benefits. Rationale for Option C: This is incorrect. The author does present information about how some children pick up incorrect information while visiting zoos, but there is no discussion about which zoos are more effective or less effective in educating the public. Rationale for Option D: This is incorrect. The focus of the passage is not on the disadvantages of zoos for animals, but rather a critical examination of zoos and their role.
58 (2019)
English Language Arts II
Spring 2019 Item Release
Question 30
Sample Responses
59 (2019)
Sample Response: 2 points
Notes on Scoring This response earns full credit (2 points) because it correctly identifies the correct response in Part A as well as in Part B.
60 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
61 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
62 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
63 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points). Part B offers the correct answer; however, the answer selected in Part A is incorrect. In order to earn full credit for this item, both Part A and Part B must be correct. In order to earn partial credit for this item, Part A must be correct.
64 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because the answers selected for Part A and Part B are incorrect.
65 (2019)
English Language Arts II
Spring 2019 Item Release
Question 31
Question and Scoring Guidelines
66 (2019)
Question 31
31652
Points Possible: 1 Topic: Informational Content Standard: Determine an author’s perspective or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (RI.9-10.6) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
67 (2019)
Scoring Guidelines Rationale for Option A: This is incorrect. The author does not create this comparison in the text as a way to promote a neutral view. Rationale for Option B: This is incorrect. The author does not contrast the “incorrect information” many children learned with true information to demonstrate misconceptions. Rationale for Option C: Key – The author uses both quotations and research data to support a balanced look at zoos. Rationale for Option D: This is incorrect. The author does not use emotional language to arouse readers’ sympathies.
Sample Response: 1 point
68 (2019)
English Language Arts II
Spring 2019 Item Release
Question 32
Question and Scoring Guidelines
69 (2019)
Question 32
31640
70 (2019)
Points Possible: 2 Topic: Informational Content Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). (RI.9-10.4) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
71 (2019)
Scoring Guidelines Part A Rationale for Option A: This is incorrect, as the phrase refers to zoos’ effect on “people young and old.” Rationale for Option B: This is incorrect as the author is pointing out that zoos often fail to teach factual lessons. Rationale for Option C: This is incorrect. This phrase is mentioned in the text, but is not the meaning of "consciousness expander." Rationale for Option D: Key – The author is referring to zoos’ ability to expose people to something that may be unique or inspiring in their lives.
Part B Rationale for Option A: This is incorrect. The phrase is used to refer to benefits of zoos that go beyond entertainment. Rationale for Option B: Key – This correctly states that the impact of zoos may be difficult to measure directly. Rationale for Option C: This is incorrect. While this may be suggested by the previous sentence, this is not the impact of this phrase. Rationale for Option D: This is incorrect. The focus of this phrase is on the effects of zoos on humans, not animals.
72 (2019)
English Language Arts II
Spring 2019 Item Release
Question 32
Sample Responses
73 (2019)
Sample Response: 2 points
Notes on Scoring This response earns full credit (2 points) because it correctly identifies the correct response in Part A as well as in Part B.
74 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
75 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
76 (2019)
Sample Response: 1 point
Notes on Scoring This response earns partial credit (1 point). Part A has the correct answer; however, the response selected for Part B is incorrect and does not earn a point. In order to earn full credit for this item, both Part A and Part B must be correct.
77 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points). Part B offers the correct answer; however, the answer selected in Part A is incorrect. In order to earn full credit for this item, both Part A and Part B must be correct. In order to earn partial credit for this item, Part A must be correct.
78 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because the answers selected for Part A and Part B are incorrect.
79 (2019)
English Language Arts II
Spring 2019 Item Release
Question 33
Question and Scoring Guidelines
80 (2019)
Question 33
31641
Points Possible: 1 Topic: Informational Content Standard: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (RI.9-10.5) Depth of Knowledge: Level 2 Items with a DOK 2 designation require students to make decisions, solve problems, make accurate generalizations, or locate supportive details.
81 (2019)
Scoring Guidelines Rationale for Option A: This is incorrect. The passage does not continue to discuss research studies on children’s learning or any impact on adults. Rationale for Option B: This is incorrect. The passage does not shift focus to lessons learned by adults researching outside the zoo. Rationale for Option C: This is incorrect. While the passage provides an example of a lesson a child might learn, it does not shift focus to examples of discoveries made by adult researchers. Rationale for Option D: Key – This sentence marks a shift from discussing the educational value of zoos for children to discussing research conducted by adults and its role in conservation.
Sample Response: 1 point
82 (2019)
English Language Arts II
Spring 2019 Item Release
Question 34
Question and Scoring Guidelines
83 (2019)
Question 34
31662
84 (2019)
Points Possible: 10 Topic: Writing Content Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (W.9-10.1) Depth of Knowledge: Level 4 Items with a DOK 4 designation require the need for information to be synthesized, applied, and analyzed. The DOK 4 designation may be used for the development of extended response items in ELA.
85 (2019)
Scoring Guidelines
86 (2019)
87 (2019)
English Language Arts II
Spring 2019 Item Release
Question 34
Sample Responses
88 (2019)
Sample Response: 10 points
89 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns full credit (4 points) for Purpose, Focus, and Organization. This response is fully sustained and consistently focused. It presents a clear claim and counterclaim that is addressed and woven throughout this response, with the refutation strengthening the claim. The response also offers an effective organizational structure. Evidence and Elaboration – This response earns full credit (4 points) for Evidence and Elaboration for providing thorough, convincing, and credible support while citing evidence for the controlling idea. Conventions – This response earns full credit (2 points) for Conventions for demonstrating an adequate command of basic conventions.
90 (2019)
Sample Response: 9 points
91 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns full credit (4 points) for Purpose, Focus, and Organization. This response is fully sustained and consistently focused within the purpose, audience, and task with an effective organizational structure. Evidence and Elaboration This response earns partial credit (3 points) for Evidence and Elaboration for providing adequate support when citing evidence for the controlling idea. Conventions – This response earns full credit (2 points) for Conventions for demonstrating an adequate command of basic conventions.
92 (2019)
Sample Response: 8 points
93 (2019)
94 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (3 points) for Purpose, Focus, and Organization. This response is adequately sustained and generally focused within the purpose, audience, and task with an evident organizational structure. Evidence and Elaboration – This response earns partial credit (3 points) for Evidence and Elaboration for providing adequate support when citing evidence for the controlling idea. Conventions – This response earns full credit (2 points) for Conventions for demonstrating an adequate command of basic conventions.
95 (2019)
Sample Response: 7 points
96 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (2 points) for Purpose, Focus, and Organization. This response is somewhat sustained within the purpose, audience, and task, but it offers an uneven progression of ideas. It also presents an uneven organizational structure, earning two out of four possible points for this category. Evidence and Elaboration – This response earns partial credit (3 points) for Evidence and Elaboration. The response presents clear evidence that is adequately cited and integrated into the response. There is also an adequate expression of ideas and some variation in sentence structure. Conventions – This response earns full credit (2 points) for Conventions for demonstrating an adequate command of basic conventions.
97 (2019)
Sample Response: 6 points
98 (2019)
99 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (3 points) for Purpose, Focus, and Organization. It is adequately sustained and generally focused within the purpose, audience and task. Some of the information is loosely related, and the opposing claim is present but not fully addressed. There is a logical progression of ideas with a variety of transitional strategies. The response also demonstrates an appropriate style and tone. Evidence and Elaboration – This response earns partial credit (2 points) for Evidence and Elaboration as the response provides weakly integrated evidence from sources with an ineffective use of elaborative techniques. In addition, the expression of ideas is simplistic with little variety in sentence structure. Conventions – This response earns partial credit (1 point) for Conventions for demonstrating a partial command of basic conventions.
100 (2019)
Sample Response: 5 points
101 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (2 points) for Purpose, Focus, and Organization. This response is somewhat sustained within the purpose, audience, and task. An opposing claim is introduced but not fully developed. In addition, it demonstrates an uneven progression of ideas, in sum. Evidence and Elaboration – This response earns partial credit (2 points) for Evidence and Elaboration for evidence and elaboration, as the response provides uneven, cursory support for the claim, and it fails to cite any sources of evidence. Conventions – This response earns partial credit (1 point) for Conventions for demonstrating a partial command of basic conventions.
102 (2019)
Sample Response: 4 points
103 (2019)
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (2 points) for Purpose, Focus, and Organization. This response is somewhat sustained within the purpose, audience, and task. The response acknowledges an opposing claim; however, it is insufficiently addressed. Likewise, its organization is inconsistent, presenting an uneven progression of ideas, in sum. Evidence and Elaboration – This response earns partial credit (2 points) for Evidence and Elaboration, as the response provides uneven, cursory support for the writer’s claim. Conventions – This response earns no credit (0 points) for Conventions because the response demonstrates a lack of command of basic conventions.
104 (2019)
Sample Response: 3 points
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (1 point) for Purpose, Focus, and Organization. It is related to the topic; however, it demonstrates little awareness of the purpose, audience, and task and has no discernible organizational structure. A claim is presented, but it is not sustained. Evidence and Elaboration – This response earns partial credit (1 point) for Evidence and Elaboration, as the response provides cursory support for the writer’s claim. Conventions – This response earns partial credit (1 point) for Conventions for demonstrating a partial command of basic conventions.
105 (2019)
Sample Response: 2 points
Notes on Scoring Purpose, Focus, and Organization – This response earns no credit (0 points) for Purpose, Focus, and Organization. This response is minimally related to the topic and demonstrates no awareness of the purpose, audience, and task. Likewise, it has no discernible organizational structure. Evidence and Elaboration – This response earns partial credit (1 point) for Evidence and Elaboration, as the response provides cursory support for the writer’s claim. Conventions – This response earns partial credit (1 point) for Conventions for demonstrating a partial command of basic conventions.
106 (2019)
Sample Response: 1 point
Notes on Scoring Purpose, Focus, and Organization – This response earns partial credit (1 point) for Purpose, Focus, and Organization. While a claim is made, there is no demonstrated organization or awareness of the purpose, audience, and task. Evidence and Elaboration – This response earns no credit (0 points) for Evidence and Elaboration, as it provides no support for the controlling idea. Conventions – This response earns no credit (0 points) for Conventions because the response demonstrates a lack of command of basic conventions.
107 (2019)
Sample Response: 0 points
Notes on Scoring Purpose, Focus, and Organization – This response earns no credit (0 points) for Purpose, Focus, and Organization. This response is minimally related to the topic and demonstrates no awareness of the purpose, audience, and task. Likewise, it has no discernible organizational structure. Evidence and Elaboration – This response earns no credit (0 points) for Evidence and Elaboration, as it provides no support for the controlling idea. Conventions This response earns no credit (0 points) for Conventions because the response demonstrates a lack of command of basic conventions.
108 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because there was not enough original student work in comparison to text directly copied from the prompt/passages.
109 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because there was not enough original student work in comparison to text directly copied from the prompt/passages.
110 (2019)
Sample Response: 0 points
Notes on Scoring This response earns no credit (0 points) because there was not enough original student work in comparison to text directly copied from the prompt/passages.